Our Provision
At Ysgol Gyfun Gŵyr, we have various strategies and provisions that are implemented to support pupils at universal level, and early interventions to facilitate and support the pupil’s learning if the difficulties are not seen as significantly greater and therefore do not call for an Individual Development Plan.
We have two support rooms, the ‘Encil’ and the ‘Trobwynt’ which are rooms to support learners with social communication, mental health or emotional difficulties. The ‘Encil’ is a quiet room which also has a sensory room for pupils to self-regulate. It is possible that some learners will not follow all the subjects of the curriculum because of their dificulties and therefore the ‘Encil’ is an environment to be able to catch up with the work with support. As a rule, the same members of staff are at the ‘Encil’ throughout the week to ensure consistency for the learners. The ‘Encil’ is availble during registration, break and lunch as well.
We use the results of the National tests to identify learners who could benefit from Literacy support which would take place at Y Gilfach. The lessons happen once a week and as a rule, the learners will come out of one of the non-core lessons. The support will not start immediately, as usual, after the October half term so that the learners have a chance to settle in and familiarize themselves with life in Gŵyr.
We have a team of experts who can work with pupils who vary from the Educational Psychologist, speech and language intervention, emotional support and the support of the behavioral specialist teacher. Some of these interventions we can offer internally and others by working with the local authority.
Examples of our Provision
It is the responsibility of every teacher and member of staff at the school to ensure that every learner has as much access as possible to the learning and the educational environment. Staff will have access to one-page profiles that identify pupils’ individual difficulties, together with the appropriate strategies to support them if they have any learning difficulties.
This information will enable teachers to plan lessons and assessments effectively, ensuring that all learners have an equal chance to succeed.
Inclusive Provision is the term used to describe the support available to all pupils, whether they have Additional Learning Needs (ALN) or not. This includes a wide range of strategies, resources and teaching methods that promote inclusion and ensure that the school provides a fair and suitable learning environment for everyone.
These are examples of the inclusive provisions offered at Ysgol Gyfun Gŵyr.
Cognition and Learning
- Differentiated curriculum
- Differentiated resources i.e. visual aids
- Differentiated activities
- Adapted visual aids, modelling, scafolding
- Use of writing frames
- Key words
- Take account of different learning styles
- Access to a word processor
- Key words shared at the start of a theme
- Warning and preparation for change
- Vocabulary notice boards
- Group or pair work tasks
- Prompting
- Time to think and process
- Recall of information
- Dyslexia Support e.g. Nessy
- Spelling support
- Reading, spelling and numeracy assessments throughout the year
- Exam Access Arrangements and support
Communication and Interaction
- Differentiated delivery e.g. simplified language, slower pace
- More time to process information
- Take account of different learning styles
- Simple and clear instructions
- Visual aids
- Language Link Intervention
- Avoid placing the learner on the spot, offer a warning or time to process
- The use of familiar vocabulary
- Key member of staff to build trust and relationship with
- Communication Cards
Social, emotional and behavioral development
- Clear behaviour school policy
- Structured class routines
- Class seating plans
- Warning and preparation for change
- Clear communication with parents and carers
- Access to the Encil or Trobwynt
- Individual or whole class behaviour monitoring card
- PLATFORM Counselling service
- Access to support from the CAMHS Schools in-reach team
- Access to the behaviour and wellbeing officer
- Code of conduct
- Visual class rules
- EBSA intervention
- ELSA intervention
- Lego Therapy intervention
- Form tutor links
Physical and sesnory
- Flexible teaching arrangements e.g. seating, pupils able to move at will to access lesson
- Awareness of implications of physical/medical impairment e.g. not covering mouth when talking to pupil with a hearing impairment/ light implications for visually impaired
- Toilet pass
- Availability of resources e.g. sensory fidgets
- Sensory circuits
- Writing support
- Access to the sensory room
- Access to the first aid officer for support with medication
One Page Profile:
The One Page Profile is not a statutory document, but it is a practical and valuable tool to support learners who find elements of learning challenging. A learner does not have to be an ALN learner with an IDP to have a one page profile.
The purpose of the One Page Profile is to:
- Provide a clear summary of key information about the learner.
- Focus on strengths, difficulties and support strategies that work best.
- Ensure that teachers and support staff are able to adapt teaching and plan lessons effectively.
- Promote collaboration between the school, the learner, and the family by including the learner’s opinion.
The profile is useful for any learner who needs adaptations to gain full access to the curriculum, helping to ensure inclusion and quality education for all.
Transition
As part of the transition process, we maintain strong links with the primary schools to ensure that all ALN information is passed on. Depending on the nature of the needs, it is possible that an transition meeting will also be organized in the Summer term with the parents.
In addition, if your child has an individual development plan, the ALNCo will do her best to attend the year 5 and 6 reviews in order to be able to prepare the provision needed in advance.
Transfer of Information
- Spring Term
- Meet the class teacher and the ALNCo
Transition Meeting
- Summer Term
- Depending on the nature of needs
Pupil Centered Review
- Throughout the year
- If the learner has an IDP
